Trabalho docente: sua representação para o professor de graduação em direito

• Ano de defesa: 2015
• Autor(a) principal: Melo, Karoline Rodrigues de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; BR; Letras; UFSM; Programa de Pós-Graduação em Letras
• Palavras-chave em Português: Trabalho docente; Representação; Interacionismo sociodiscursivo; Direito; Teaching work; Representation; Sociodiscursive interactionism; Law; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: http://repositorio.ufsm.br/handle/1/9918

The teaching profession is, constantly, object of study in much research that aims to understand how this métier is constituted. Among some results, it is the confirmation that it is a profession that presents difficulties in constituting its own professional space, to the extent that it is common to have external individuals to the teaching activity orienting how the teacher has to act. In view of this, our study proposed to investigate the representations that a professor of graduate in law, active lawyer, presents about the teaching work, since he is an individual whose formation was aimed to another area of knowledge, the advocacy. Thus, we had, besides the central objective to apprehend the representations about the teaching work presented by the teacher, also the specific objectives to identify which of his social roles, lawyer or teacher, predominated in his speech; to apprehend which actants of the teaching work were instituted in his text and, besides, to perceive what, in his perspective, characterizes the teaching work. For this purpose, we made use of the theoretical-methodological support of the Sociodiscursive Interactionism, with emphasis on the works by Bronckart (2012), Bronckart (2006) Bronckart e Machado (2004), Machado (2009) e Machado e Bronckart (2009), over all because the Sociodiscursive Interactionism considers that the representations constructed in and about the texts are fundamental to the human development. Thereby, the transcription of the interview performed with the professor was analyzed in four moments. Initially, we analyzed the context of production, after the organizational levels, of enunciation and semantics. The analysis of these levels allowed us to answer our questions of research and to come to the following conclusions: the predominant social role in the interview was of the professor, the main actants of the teaching work instituted in his text were the students, considered by the professor as agents, and the teachers, understood by him as actors, and the characteristics of the teaching work identified in the text indicate that, for the interviewer, the teaching work is personal, interpersonal, mediated, impersonal and interactional. Regarding the representations of the teaching work, the professor understands it as a profession that demands specific knowledge and that it needs that its professionals recognize themselves as teachers. Moreover, it is represented as a profession marked by the unpredictability and in which the results do not depend exclusively on the teacher, because the students have an important role in learning. Finally, the interviewer represents the teaching as a profession in which its professionals have little autonomy, because of the current interventions of the third party in the way of acting of the teacher.